Grade 6 ILAW Lesson Plan Term 2 Week 6 (SY 2026–2027): Free Download for All Subjects

These are starting points. Adjust them to your class size, materials, and the official Budget of Work.

Mathematics: Volume and Capacity

• Intentions: Learners choose the right unit (cm³ or L) for a situation and convert between them.
• Learning Experience: Open with a real container, such as a water bottle or a juice carton. Ask: “How would you measure how much this holds?” Then connect 1 cm³ to 1 mL and 1,000 cm³ to 1 L using a cube model. Finish with word problems about aquariums, water tanks, and containers.
• Assessing Learning: A five-item exit ticket mixing unit choice and conversion.
• Ways Forward: Reteach with hands-on measuring for learners who confuse capacity and volume. Offer composite-container problems as enrichment.

Science: Simple Machines

• Intentions: Learners compare the advantages and limitations of an inclined plane, wedge, lever, and pulley.
• Learning Experience: Set up stations with low-cost materials (a ruler and eraser as a lever, a board as a ramp, a string and spool as a pulley). Learners try the same task with and without each machine and record what changed.
• Assessing Learning: A simple table: Which machine? What did it make easier? What was its limit?
• Ways Forward: Ask learners to spot a simple machine at home or in school for the next class.

English: Writing with Purpose and Evidence

• Intentions: Learners write a short persuasive text supported by evidence, and a narrative with a clear sequence.
• Learning Experience: Start with a local issue they care about, like canteen waste or school-yard cleanliness. Model a claim, two pieces of evidence, and a closing line. Then let pairs draft and swap for peer feedback.
• Assessing Learning: A short rubric on claim clarity, evidence, and organization.
• Ways Forward: Revision conferences for learners who need support. Challenge writers to rewrite for a different audience.

Araling Panlipunan: Heroism During the Japanese Occupation

• Intentions: Learners use sources to explain how guerrilla movements and civilians contributed to the pursuit of independence.
• Learning Experience: Give small groups short source excerpts or summaries. Each group fills in a “claim, evidence, conclusion” organizer and presents to the class.
• Assessing Learning: Check whether conclusions are backed by the sources, not only by opinion.
• Ways Forward: Interview a grandparent or elder, if appropriate, about family stories from that period.

GMRC: Family Service to People in Need

• Intentions: Learners describe respectful, safe ways a family can help others, including ways that don’t cost money.
• Learning Experience: Discuss a fictional neighbor who needs help. Learners plan how to ask first, respect a “no,” and involve a trusted adult. Practice through role-play.
• Assessing Learning: A simple service plan: the need, family roles, permission, and safety.
• Ways Forward: Invite learners to share (only if they wish) one small act of service they can do at home. Avoid pressuring anyone to disclose personal or financial situations.

Other Subjects: Quick Notes

• Filipino: Use a short informational passage and have learners highlight the main idea in one color, supporting details in another, and opinion words in a third.
• MAPEH Music and Arts: Bring recordings or images from the period and ask learners to explain their judgment using the evidence they see and hear.
• MAPEH PE and Health: Keep movement drills safe and age-appropriate. For the health lesson, follow the DepEd guidance and the official file, and keep the tone respectful and factual.
• TLE – ICT: Have learners sketch their slides on paper first, then build them, so the planning step isn’t skipped.
• TLE – FCS: Safety comes first. Review knife handling rules before any cutting practice, with adult supervision throughout.